Intersexuality

Accomplished

Proficient

Developing

Beginning

Thesis Development

Very effective thesis that controls the organization and development of the essay. The thesis’ claim is highly original, expressing an idea about the topic that is not obvious in nature.

Clear thesis that controls the organization and development of the essay. The thesis’ claim is not obvious.

Adequate thesis, but its focus may lapse, logical connections may be missing, or its claim may be obvious.

Unclear, jumbled, or unstated thesis. Doesn't adequately address the writing assignment or addresses some parts but only superficially. Focus and coherence are either not evident or sustained.

Body of the Essay

Demonstrates strong to superior critical understanding of required texts through accurate paraphrases and summaries, well-chosen direct quotations, and the full explanation of themes and tropes. Paraphrases will be more common than summaries. Paraphrases, summaries, and direct quotations will be concretely and expediently contextualized and relevant both to the immediate and the overall argument.

Demonstrates accurate understanding of required texts through appropriate summaries, explanations, and analyses, although these may be less than complete. Summaries will be more common than paraphrases. Paraphrases, summaries, and direct quotations will be inelegantly contextualized but still relevant both to the immediate and overall argument.

Demonstrates partial understanding of required texts through summaries or explanations, but the exposition of tropes and/or themes will be faulty. Paraphrases will be infrequent or absent. Direct quotations may not relate to the immediate argument. There will be little contextualization of quoted, summarized, or paraphrased material.

Demonstrates little to no understanding of required literary texts. Quotations will be missing, haphazard, out of context and/or detrimental to the immediate or overall argument. Paper may be mostly summary and direct quotation.

Interpretation of the Text

Presents and explores sophisticated and complex ideas developed through insightful reasoning and relevant supporting details. Conclusions and implications are logical and reflect the student’s ability to analyze the text with originality and rigor.

Presents and explores increasingly complex ideas through deliberate reasoning and appropriate details. Conclusions and implications are logically tied to evidence and reflect the student’s ability to analyze the text with thoughtfulness.

Presents ideas of some complexity, using adequate reasoning and details. Conclusions and implications are logically tied to evidence (often because the evidence is chosen to fit the desired conclusion) and reflect the student’s ability to analyze the text with intentionality.

Addresses only some parts of the writing assignment or addresses some parts superficially. Presents simplistic ideas with only modest use of details to explain or support ideas. Conclusions are inconsistently tied to evidence or are absent entirely, with little attempt made to analyze the text.

Organization

The paper’s organization enhances the development of the thesis through logically structured paragraphs, clear topic sentences, and logical, graceful transitions.

The paper’s organization contributes to the development of the thesis through coherent paragraphs, the presence of topic sentences, and attempts at transitions.

The paper’s organization works to support the development of the thesis through discernible paragraphs and attempts at topic sentences. Transitions may be missing.

The paper’s organization is jumbled or sloppy and may even impede the development of the thesis. Paragraphs may not be discernible or logically structured. Topic sentences may be missing or confusing. Transitions are likely missing.

Format, Grammar and Usage

Paper meets all requirements, including length and MLA style rules. The student’s writing evidences strong control of grammar, syntax and mechanics, with rare lapses in the use of standard English conventions of grammar, punctuation, and usage. Correctly applies a sophisticated, precise vocabulary and varied sentence structure.

Paper may not meet some requirements (such as being too short and therefore superficial, or going too far over) and MLA style. The student’s writing communicates clearly, with only minor, infrequent and not jarring problems in standard English conventions of grammar, punctuation, and usage.

Paper does not meet the requirements but still manages to present a recognizably complete essay. The student’s writing communicates adequately but there are major problems in using standard English conventions of grammar, punctuation, (without undermining the communication of ideas).

Paper does not meet the requirements and is obviously deficient as a result. The student’s writing is unfocused and unclear, with consistent, major problems in grammar, punctuation, and usage that impede communication of ideas.